Exploring Students’ Perceptions of Using Gemini AI in Writing Skills

Abstract

This study explores vocational high school students’ perceptions of using Gemini AI as an AI-assisted writing tool in developing writing skills. Writing remains a major challenge for English as a Foreign Language EFL learners due to issues with grammar, vocabulary, organization, and coherence. With the emergence of AI technologies, tools like Gemini AI offer real-time feedback and adaptive support for improving writing performance. Using a quantitative descriptive approach, this research involved 26 vocational high school students who had experience using Gemini AI in writing activities. Data were collected via a structured questionnaire containing 16 Likert-scale items focusing on various aspects of writing, such as grammar, content organization, vocabulary use, and writing confidence. The results show that students generally held positive perceptions of Gemini AI, particularly in grammar correction, vocabulary enhancement, and motivation to revise. However, some expressed concerns about dependency and limited critical engagement. This study highlights the potential of Gemini AI to complement classroom instruction and enhance learner autonomy, especially in under-resourced EFL settings. The findings contribute to the growing literature on AI in language education and provide practical implications for educators integrating intelligent writing tools.